C20 Aboriginal and Torres Strait Islander reporting

Aboriginal and Torres Strait Islander children who are three years old by 30 April each year may apply for early entry into local preschool programs. Early entry gives these children access to 21 to 24 hours per week in a preschool program (nine hours in the Koori program and 12 to 15 hours in the local preschool program) over an 18 month period prior to commencement in kindergarten.

Literacy and numeracy

In December 2010, the Directorate was successful in a proposal submitted to the Department of Education, Employment and Workplace Relations to deliver intensive literacy support to Aboriginal and Torres Strait Islander students in years 5 to 9 who scored at or below the national minimum standard in one of the strands assessed in NAPLAN. The support will be delivered in partnership with four high schools in the Tuggeranong School Network, the Gugan Gulwan Youth Aboriginal Corporation and the University of Canberra. The ACT Aboriginal and Torres Strait Islander Education Consultative Group will be involved in an advisory capacity to help facilitate advice and direction from parents and caregivers of Aboriginal and Torres Strait Islander students.

One of the key actions outlined in the ATSIEM is to track and monitor performance, progress and achievement of Aboriginal and Torres Strait Islander students. In this reporting period, primary and high schools provided information about the type of strategies being delivered to support Aboriginal and Torres Strait Islander students who scored at or below the national minimum standard in one or more of the strands assessed in NAPLAN. Examples of the strategies implemented included the establishment of an Indigenous Studies Centre, the development of Personalised Learning Plans, the allocation of Learning Support Assistants to work with individual students and scaffolded approaches to literacy tasks. This work will form phase one of a longer term approach to assist schools to target strategies and resources to improve performance and achievement for Aboriginal and Torres Strait Islander students.

School leadership in Aboriginal and Torres Strait Islander education

In August 2010, 65 school leaders from 30 primary schools, 11 high schools and four P-10 schools in the ACT attended a leadership forum at the National Museum of Australia. The focus of the forum was how quality teaching models could be implemented to make a difference in learning outcomes for Aboriginal and Torres Strait Islander students.

During May and December 2010, staff from 11 schools completed a Practitioner- Based Enquiry program. Twenty-three participants delivered presentations on their school-based inquiry research addressing the needs of Aboriginal and Torres Strait Islander students. At the beginning of 2011, seven schools commenced new projects. Materials from these activities will be made available to all public schools in the ACT to assist them in their efforts to improve learning outcomes for Aboriginal and Torres Strait Islander students.

In March 2011, a seminar titled Sharing Practice – Building Networks was conducted for high school teachers and members of leadership teams. The seminar involved representatives from four high schools delivering presentations on the results of their practitioner-based enquiries conducted during 2010.

In 2010, the Directorate supported four aspiring school leaders to undertake intensive training through the Stronger Smarter Leadership Institute in Queensland. This training focuses on leadership in Aboriginal and Torres Strait Islander education. One participant has since been appointed to the position of principal of a primary school in the ACT. In 2011 the Directorate continued its involvement with the Stronger Smarter Leadership Institute by sponsoring an additional four aspiring school leaders to undertake training in leadership in Aboriginal and Torres Strait Islander education.

In 2010 and 2011, the Directorate sponsored a total of 22 school leaders to attend conferences provided by the Dare to Lead program operating under the auspices of Principals Australia. In 2011 the theme was Supporting Aboriginal and Torres Strait Islander students at key transition points in their schooling. The North Canberra/ Gunghalin Network of schools and two sections in the Directorate have identified transition support as a priority in their business plans for 2011-12. Work on transition is a priority in the ATSIEM.

Cultural competency

Aboriginal and Torres Strait Islander Education Matters: Strategic Plan 2010-2013 and the Reconciliation Matters: Reconciliation Action Plan 2010-2011 both commit the Directorate to implement cultural competence training for all staff.

Beginning in February 2011, a total of 222 non-teaching staff based in schools participated in a trial program delivered by Directorate staff. In June 2011, a total of 67 principals, managers and other staff participated in a one day cultural competency program involving a keynote address and workshops presented by external trainers. Feedback from the June event has provided direction for the Directorate to investigate content and delivery models for classroom teachers and administrative officers.

A tailored cultural competence program will be delivered to senior officers of the Directorate in the next reporting period.

Pathways to training, employment and higher education

Improving year 12 completion rates of Aboriginal and Torres Strait Islander students is a key goal for the Directorate. Indigenous Student Aspiration Coordinators work with Aboriginal and Torres Strait Islander students to support them in successful completion of secondary school and progression to higher education, training and employment options.

In 2010-11, Aspirations Coordinators identified and worked with 131 Aboriginal and Torres Strait Islander students from years 5 to 12. Of these students, 67 regularly engaged with the program coordinators and attended activities. During this reporting period, an additional 21 students have attended related programs.

Support for Aboriginal and Torres Strait Islander students

Supporting Aboriginal and Torres Strait Islander students to succeed at school is a priority for the Directorate and all public schools.

In 2010, the Directorate employed eight ATSIEOs who were based in high schools to support the high schools and local primary schools. The focus of the work of ATSIEOs was to improve attendance, establish a connection and build relationships between schools and Aboriginal and Torres Strait Islander families and communities. The schools in which the ATSIEOs were based are Calwell High School, Wanniassa School (Senior Campus), Gold Creek School (Senior Campus), Melrose High School, Stromlo High School, Telopea Park School, Lyneham High School and Canberra High School.

In 2011, there were seven ATSIEOs based in the same schools noted above with the exception of Canberra High School where the position was relocated to Melba Copland Secondary School.

The Directorate also employed four Indigenous Education Workers to work across a number of primary schools where they provide support to Aboriginal and Torres Strait Islander students and their teachers in the school environment.

Partnerships and collaboration

The Directorate worked collaboratively with a number of key government and non- government agencies to support Aboriginal and Torres Strait Islander students in their educational journeys.

The Integrated Service Delivery (ISD) program to support Aboriginal and Torres Strait Islander families is a collaborative service delivery model established as a partnership between Community Services, Health and the Education and Training Directorates. It provided early intervention services to children and families with complex needs who are being supported by several agencies. The program works to ensure that relevant education, health and family support services are delivered in a culturally competent, integrated and coordinated manner. Schools which have Aboriginal and Torres Strait Islander students with complex needs can be referred to the ISD program which will support families through a whole of government approach.

Throughout this reporting period the Directorate continued its relationship with Gugan Gulwan Youth Aboriginal Corporation to support the delivery of educational programs to Aboriginal and Torres Strait Islander students enrolled in high schools and colleges. In 2010 and 2011 the Directorate provided funds to allow for the employment of a classroom teacher to deliver literacy and numeracy support to students in years 7 to 10. The Directorate also provided funds for subject specific tutorial support for Aboriginal and Torres Strait Islander students in years 7 to 12 in the Tuggeranong Valley.

Over the reporting period a partnership between the Directorate and Northside Community Services was established around a specific cohort of disengaged families with the goal of re-engaging school-aged students with their local schools or other educational programs. The partnership involved the allocation of $60,000 to employ part-time staff to provide literacy and numeracy tutoring to 10 children. Over the reporting period, eight of the 10 children attended regular tutoring sessions and remained engaged in their learning programs. Two of the 10 students were supported with their transition from primary to high school.